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INDONESIA
JURNAL ILMIAH EDUKATIF
Published by Institut Agama Islam Sultan Muhammad Syafiuddin Sambas
ISSN : 24423858     EISSN : 27454681     DOI : -
Core Subject : Religion, Education, Social,
Religion Education Environmental Science Social Sciences
Materi Pendidikan Islam, Aktivitas Pembelajaran; Kurikulum Pendidikan; Politik Pendidikan; Filsafat Pendidikan; Manajemen Pendidikan; Sejarah Pendidikan Islam; Sejarah Pendidikan IslamProfesi Keguruan meliputi; Kompetensi Guru; Kinerja Guru dan Interaksi Guru dan Siswa
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 193 Documents
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Kualitas Manajerial dan Kinerja Guru: Membangun Lingkungan yang Mendukung Pembelajaran dan Pembelajaran Efektif LIPUTO, MUHAMMAD
Jurnal Ilmiah Edukatif Vol. 12 No. 01 (2026): Januari-Juni
Publisher : FAKULTAS TARBIYAH INSTITUT AGAMA ISLAM SULTAN MUHAMMAD SYAFIUDDIN SAMBAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/jie.v12i01.5225

Abstract

Abstract This article aims to examine the quality of school management and its relationship to teacher performance in building an environment that supports effective learning. Teacher performance is not only determined by individual competency but is also influenced by the school management system, principal leadership, educational policies, organisational culture, and available professional support. This research used a literature review method by examining various journal articles, academic books, research reports, and scientific publications relevant to educational management, school leadership, teacher work environments, and learning effectiveness. The results of the study indicate that managerial aspects that influence teacher performance include educational planning, organisational communication, human resource management, academic supervision, professional development, work support and learning facilities, reward systems, and performance evaluation. Furthermore, school leadership and policies play a crucial role in creating a conducive, collaborative, humanistic work environment oriented toward improving the quality of learning. Teachers will be better able to teach professionally, reflectively, and innovatively if the school provides clear direction, adequate support, space for participation, recognition, and attention to teachers' pedagogical and psychological needs. Therefore, improving teacher performance should be understood as the result of the interaction between teacher competency and the quality of school management. Keywords: managerial quality, teacher performance, school leadership, learning environment, effective learning. Abstrak Artikel ini bertujuan mengkaji kualitas manajerial sekolah dan hubungannya dengan kinerja guru dalam membangun lingkungan yang mendukung pembelajaran efektif. Kinerja guru tidak hanya ditentukan oleh kompetensi individual, tetapi juga dipengaruhi oleh sistem pengelolaan sekolah, kepemimpinan kepala sekolah, kebijakan pendidikan, budaya organisasi, serta dukungan profesional yang tersedia. Penelitian ini menggunakan metode kajian pustaka dengan menelaah berbagai artikel jurnal, buku akademik, laporan penelitian, dan publikasi ilmiah yang relevan dengan manajemen pendidikan, kepemimpinan sekolah, lingkungan kerja guru, dan efektivitas pembelajaran. Hasil kajian menunjukkan bahwa aspek manajerial yang berpengaruh terhadap kinerja guru meliputi perencanaan pendidikan, komunikasi organisasi, pengelolaan sumber daya manusia, supervisi akademik, pengembangan profesional, dukungan kerja dan fasilitas pembelajaran, sistem penghargaan, serta evaluasi kinerja. Selain itu, kepemimpinan dan kebijakan sekolah berperan penting dalam menciptakan lingkungan kerja yang kondusif, kolaboratif, humanis, dan berorientasi pada peningkatan mutu pembelajaran. Guru akan lebih mampu mengajar secara profesional, reflektif, dan inovatif apabila sekolah memberikan arah yang jelas, dukungan yang memadai, ruang partisipasi, penghargaan, serta perhatian terhadap kebutuhan pedagogis dan psikologis guru. Dengan demikian, peningkatan kinerja guru perlu dipahami sebagai hasil interaksi antara kompetensi guru dan kualitas manajemen sekolah. Kata kunci: kualitas manajerial, kinerja guru, kepemimpinan sekolah, lingkungan pembelajaran, pembelajaran efektif.
KAJIAN LITERATUR TENTANG PENGGUNAAN MEDIA VIDEO ANIMASI BERBASIS POWTOON TERHADAP MOTIVASI BELAJAR SISWA Hilda chairunisa
Jurnal Ilmiah Edukatif Vol. 12 No. 01 (2026): Januari-Juni
Publisher : FAKULTAS TARBIYAH INSTITUT AGAMA ISLAM SULTAN MUHAMMAD SYAFIUDDIN SAMBAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/jie.v12i01.5309

Abstract

Kajian ini merupakan systematic literature review (SLR) yang bertujuan menganalisis secara komprehensif pengaruh penggunaan media video animasi berbasis Powtoon terhadap motivasi belajar siswa pada berbagai jenjang dan mata pelajaran, dengan penekanan khusus pada konteks Pendidikan IPS di Indonesia. Rendahnya motivasi belajar siswa pada mata pelajaran yang bersifat abstrak dan padat konsep mendorong kebutuhan mendesak akan inovasi media pembelajaran. Powtoon, sebagai platform pembuatan video animasi berbasis web yang mudah digunakan, telah menarik perhatian luas di kalangan pendidik. Safitri dan Sujarwo (2024) menegaskan bahwa inovasi teknologi visual dalam IPS merupakan kebutuhan mendesak untuk meningkatkan keterlibatan siswa di era masyarakat digital. Melalui seleksi sistematis menggunakan kriteria PRISMA, kajian ini menganalisis 42 sumber ilmiah yang diterbitkan antara tahun 2015 hingga 2024. Temuan secara konsisten menunjukkan bahwa penggunaan Powtoon memberikan dampak positif terhadap keempat dimensi motivasi belajar dalam model ARCS: Attention, Relevance, Confidence, dan Satisfaction.
Written Corrective Feedback in EFL/ESL Writing Classes: A Systematic Review of Moderating Factors and Effective Practices Fatima Fatima
Jurnal Ilmiah Edukatif Vol. 11 No. 2 (2025): Juli-Desember
Publisher : FAKULTAS TARBIYAH INSTITUT AGAMA ISLAM SULTAN MUHAMMAD SYAFIUDDIN SAMBAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/jie.v11i2.5576

Abstract

Written Corrective Feedback (WCF) is one of the most widely used and researched pedagogical strategies in teaching English writing as a foreign/second language (EFL/ESL), yet findings on its effectiveness remain mixed and scattered across different research contexts. This study synthesizes the literature on the types of WCF that have been investigated, the practices shown to be effective, and the factors moderating their effectiveness in EFL/ESL writing classrooms. A systematic literature review (SLR) design was employed following the PRISMA 2020 guidelines, with articles retrieved from several academic databases (Scopus, ERIC, Taylor & Francis Online, SpringerLink, and SAGE Journals), supplemented by Google Scholar. Following identification, screening, and eligibility assessment, a number of empirical studies published between 2015 and 2025 were synthesized to address three research questions. The review identified ten categories of WCF, with the direct–indirect dichotomy emerging as the most dominant classification framework. Direct WCF was found to be more effective in enhancing short-term grammatical accuracy, particularly among lower-proficiency learners, whereas indirect WCF was more effective in fostering long-term retention and learner autonomy, especially among higher-proficiency learners. No single type of WCF was found to be universally superior; rather, its effectiveness was shaped by several moderating factors, namely learner proficiency, error characteristics, affective and motivational factors, feedback modality, and the gap between teachers' beliefs and practices. These findings indicate that the effectiveness of WCF is context-dependent and multifaceted, suggesting that teachers should adopt a differentiated approach to WCF tailored to learners' needs and proficiency levels.

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